Instructional Strategies in the Digital Era: A Narrative Review of Trends and Implications for Student Satisfaction in Open and Distance Learning (ODL)

Abstract

The rapid expansion of digital transformation has significantly reshaped higher education, positioning Open and Distance Learning (ODL) as a central mode of instructional delivery across institutions worldwide. While digital technologies have increased access and flexibility, student satisfaction in ODL environments remains inconsistent, highlighting the importance of effective teaching strategies and learner readiness. This study aims to examine the evolution of teaching strategies in digitally transformed ODL environments and to synthesise theoretical perspectives explaining how instructional practices influence student satisfaction. This study employed a narrative literature review design to synthesise recent research published between 2020 and 2025. A structured literature search was conducted using Scopus, Web of Science, and Google Scholar databases. Studies were screened based on predefined inclusion and exclusion criteria, resulting in 26 selected studies that were analysed using thematic narrative synthesis. The analysis focused on four core instructional dimensions (course design, instructor competence, learning interaction, and feedback quality), alongside the contextual role of students’ digital literacy. The findings reveal that structured course design, strong instructor presence, meaningful interaction, and timely feedback consistently influence student satisfaction in ODL settings. In addition, students’ digital literacy emerged as a critical moderating factor that enhances engagement and determines how effectively learners benefit from instructional strategies. The integration of theoretical perspectives, including Transactional Distance Theory, the Community of Inquiry framework, Expectancy-Confirmation Theory, and the Unified Theory of Acceptance and Use of Technology, further explains how instructional mechanisms shape satisfaction outcomes in digitally mediated environments. Overall, this study concludes that student satisfaction in ODL is shaped by the alignment between pedagogical design, technological systems, and learner capabilities. These findings highlight the importance of adopting integrated instructional and institutional strategies to support sustainable and inclusive digital learning environments in higher education.